An official website of the United States government
Students from less-dominant linguistic backgrounds generally have less opportunity to participate in classroom mathematical discourse compared to their English-dominant peers. An issue raised by mathematics education researchers concerned with issues of equity and opportunities for students is that status quo classroom practices and norms supported by teachers may be less familiar to students from non-dominant linguistic groups, or even detrimental to their classroom participation. Additionally, students who position themselves as doers of mathematics usually come from dominant cultural and linguistic groups (Abreu & Cline, 2002; Hand, 2012), potentially disposing students to perceive classroom mathematics learning through the lens of dominant cultural norms and practices. Thus, students who do not come from dominant linguistic backgrounds might perceive the mathematics classroom differently than their English dominant peers. However, less research has been conducted on how mathematics teachers attend to or notice norms around language and introduce new ones that encourage a multitude of linguistic practices, therefore heightening student participation. Heightening student participation can have implications for students being more likely to identify with mathematics. Additionally, examining students’ participation when using a multitude of linguistic practices or translanguaging is helpful for teachers attending to their own practice to support emerging bilingual students and bilingual students when engaging in mathematical sensemaking.
more »
« less
PARENTS AS FACILITATORS: UTILIZATION OF BILINGUAL LANGUAGING PRACTICES DURING MATHEMATICAL PROBLEM SOLVING
This study highlights parents’ linguistic capital and how they use specific languaging practices to facilitate their child’s learning. One bilingual family used multiple languages to facilitate their son’s learning through two mathematical tasks. Using Dominguez’ conceptual framework of bilingualism, we analyzed these conversations to look for natural units of communication and its relation towards their problem solving goals. The data shows the family would switch from English to Spanish to help their child surpass several barriers during their mathematical activities. Leveraging bilingual languaging practices can counter the deficit lens with which minoritized students are typically viewed.
more »
« less
- Award ID(s):
- 2036549
- PAR ID:
- 10411800
- Editor(s):
- Bateiha, S.; Cobbs, G.
- Date Published:
- Journal Name:
- Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Bilingual education has described a process called translanguaging by which students use linguistic resources across and beyond multiple named languages to learn. Here, we examine how bilingual learners translanguage while learning computer science. These middle schoolers participated in a curricular intervention which infused computational thinking into their Spanish-English bilingual language arts class. Through a descriptive qualitative methodology, we document classroom moments supporting four claims: 1) students’ translanguaging blurs linguistic, disciplinary, and modal boundaries, 2) computational literacies are intertwined with students’ other literacies , 3) students’ attitudes about language and the contexts around them play a role in their translanguaging, and 4) students translanguage to engage in specific CT practices.more » « less
-
null (Ed.)Our research team performed an exploratory analysis of teacher gesturing via a case study of an elementary teacher. We focused on gesturing, a practice found to support both bilingual English learner students’ linguistic development and mathematics achievement, during the teacher’s engineering and science lessons. The research team systematically analyzed teacher video data using McNeill’s gestural dimensions framework and found variation of gesturing types and rates when comparing engineering and baseline science lessons. Additionally, specific types of teacher-gestures appear to be associated with either behavioral or classroom management practices, procedural instructions, and discussion facilitation. We suggest that teacher-gestures such as these have the potential to facilitate bilingual English learners’ language acquisition, while also developing their STEM literacy in general and engineering capacity in particular. Further exploration of teacher-gestures in elementary engineering curricula could lead to an integrated STEM pedagogy that incorporates gesturing as a fundamental teaching strategy, bridging STEM instruction with linguistically responsive instructional practices.more » « less
-
Conversational agents (CAs) are increasingly prevalent in children’s lives, serving as educational companions, particularly in shared reading activities. While effective for monolingual children’s learning, there exists a gap in meeting the unique needs of the rapidly expanding bilingual child population, who face dual challenges of school readiness and heritage language maintenance. Moreover, most current CAs, designed for one-to-one interactions with children, neglect the importance of parents’ active participation in shared reading. Our study introduces the development and home deployment of a bilingual CA, integrated within e-books, designed to foster parent-child joint engagement in shared reading, thereby promoting children’s bilingual language development. Results of the study indicated high levels of family engagement in co-reading activities over an extended period, with observable language learning gains in children. This study provides valuable design implications for designing effective and engaging CAs for bilingual families.more » « less
-
This study investigates instructional practices that support rightful familial presence in STEM as a mechanism to address the continued racial/class gap in STEM achievement for historically marginalized students. We define rightful familial presence as a form of authentic family engagement that 1) legitimizes families’ community cultural capital, and 2) fosters capital movement between families and schools, especially when these forms of capital have historically been marginalized within STEM learning. We ask: What practices grounded in research-practice-partnerships support rightful familial presence, and how do these practices facilitate capital movement between families and schools for STEM teaching and learning?more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
